Pedagogy

In Chapter 3, the authors consider pedagogy to andragogy. Readers are treated to a brief overview of the pedagogical history and find out when the change from pedagogy to andragogy occurred. Readers will also realize the definition of pedagogy and that pedagogical approaches can be placed on a spectrum from teacher-centered or teacher-directed to learner-centered or learner-directed. The term engagement and, more specifically, student engagement are presented in the chapter. Banking theory will be explored as well as false generosity, active learning, faculty development, and the community of inquiry framework.

For Instructors

By now, you're hopefully up to your head in theory and have a good handle of where we've been. Now, the authors take you on a different kind of journey, to a place of the future. All bluster aside, there is merit behind grounding yourself in theory (as you no doubt know). In this chapter, they present the major takeaways for instructors. Before they get into these strategies to better assist your learners, they would strongly recommend that you have at least a basic understanding of Backwards Design and Fink's Integrated Teaching Approach. Both of these strategies will help you to design a class that is truly intentional and create a solid foundation for all of the tips and strategies they present. With each tip they provide a small piece of the puzzle that will ultimately help you to engage your learners in a way that provides more learner satisfaction, soft skill development, and helps your evaluations.

Learning Approaches and You

In this chapter, the authors will outline several learning approaches. Each learning approach will have a base summary followed by the context that the approach can be utilized when working with post-traditional learners. After the initial summaries and takeaways, the authors will delve into a learning approach framework they have designed surrounding social constructivism. Finally, the authors provide several case studies to consider the learned content. Each case study includes prompts for instructors and administrators.

The Real Question

This chapter overviews the purpose of this book and is designed to help the readers leave a legacy, but only by adapting, changing, and designing policies, procedures, and classroom experiences that serve our students will that legacy come to fruition. Institutions with strong visions, missions, and legacies create traditions but also leave room for flexibility to work in this dynamic and changing global environment. In the introductory chapter, the authors seek to define the term post-traditional learner, as well as the interdisciplinary research approach the authors utilize, and share the rationale for the book.

Traditional Theorists and You

This chapter explores traditional theorists as they apply to our current context in higher education. With a more diverse learner population entering higher education institutions, administrators and instructors need to recognize and utilize the building blocks of the theory that have brought higher education to where it is today. Included are not only traditional theorists, but their back, major concepts of the theory, how the theory applies to current administrators and instructors, and reference materials to learn more. Finally, case studies are included that provide opportunities to synthesize chapter information and provide discussion.

Supplemental Case Studies

As the name implies, these are additional case studies you can use with your learners or yourself to reflect on ways to better serve your post-traditional learner population. Consider each of the following through either an instructor or administrator's eyes. While there are some that are written specifically for administrators or instructors, the majority of the case studies allow you to view the scenario from either lens. At the end of each case are several questions to provoke reflection and thought on the case study.

Conclusion

This chapter represents concluding thoughts as well as a recap of some of the overarching critical recommendations from the book. This chapter includes takeaways from the theories presented, as well as takeaways from the instructor and administrator chapters. Finally, the authors wrap up the chapter and book with comments on research ideas for administrators and instructors. These research ideas represent potential ways for both administrators and instructors to help engage the post-traditional learner population and support further research.

For Administrators

As administrators, you have a unique role in the support of post-traditional learners. As your capacity may be in either student or academic affairs, the authors will attempt to highlight each of the areas in a way that can be useful to either role. Self-concept is a building block that good administrators acknowledge and account for when developing policies. Learners are major stakeholders at your institution and will develop internal coalitions with faculty and professional staff if their ability to pursue their educational goals is interrupted. If policies are stifling, learners may decide not to persist, which directly affects the health of the institution.